Bierman Karen L, Nix Robert L, Heinrichs Brenda S, Domitrovich Celene E, Gest Scott D, Welsh Janet A, Gill Sukhdeep
The Pennsylvania State University.
Child Dev. 2014 Jan-Feb;85(1):140-59. doi: 10.1111/cdev.12117. Epub 2013 May 3.
One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs.
在参与基于研究、发展导向（REDI）干预或“常规做法”的“启智计划”一年后，对356名儿童（17%为西班牙裔，25%为非裔美国人；54%为女孩；初次评估时的平均年龄Mage = 4.59岁）的学习和行为成果进行了评估。此外，还对他们的202间幼儿园教室的师生互动质量、对阅读教学的重视程度以及学校层面的学生成绩进行了评估。分层线性分析显示，REDI干预提高了幼儿园的音素解码技能、学习参与度和有效的社会问题解决技能，并减少了攻击破坏行为。幼儿园环境对社交能力和注意力不集中的干预效果有调节作用，当儿童进入学业成绩较低的学校时，效果最为显著。文中讨论了对入学准备发展模型和早期教育项目的启示。
